Comparative Effectiveness of Circle of Security Parenting, Acceptance and Commitment–Based Parenting, and Schema-Based Parenting on Parent–Child Interaction and Parenting Stress in Mothers of Elementary School Children with Symptoms of Learning Disorders

Azam   Yadegary Ghahdarijani; Parvin Jamshidian Ghalehshahi; Mansoureh  Bahramipour Isfahani

Authors

Azam Yadegary Ghahdarijani Ph.D. student, Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran Author https://orcid.org/0000-0002-2367-1398
Parvin Jamshidian Ghalehshahi Assistant Professor, Department of Psychology, Shah.C., Islamic Azad University, Shahreza, Iran Corresponding author https://orcid.org/0000-0002-1877-1642
Mansoureh Bahramipour Isfahani Assistant Professor, Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran Author https://orcid.org/0009-0004-2149-7252

Keywords:

Circle of Security Parenting, Acceptance and Commitment–Based Parenting, Schema, Based Parenting, Parent–Child Interaction, Parenting Stress, Learning Disorder Symptoms

Abstract

Purpose: This study aimed to compare the effectiveness of Circle of Security Parenting (COSP), Acceptance and Commitment–Based Parenting (ACT-P), and Schema-Based Parenting (SBP) in improving parent–child interaction and reducing parenting stress among mothers of elementary school children with symptoms of learning disorders.

Methods and Materials: This quasi-experimental field study employed a pretest–posttest design with a follow-up assessment and a control group. The statistical population consisted of mothers of elementary school children exhibiting symptoms of learning disorders in autumn 2023. Eighty eligible mothers were randomly selected and assigned to four groups: three intervention groups receiving COSP, ACT-P, or SBP, and one control group. Data were collected using the Parenting Stress Index developed by Abidin (1995) and the Parent–Child Relationship Questionnaire developed by Long et al. (2002). Assessments were conducted at pretest, posttest, and follow-up. Data were analyzed using SPSS version 26 and appropriate inferential statistical procedures.

Findings: Inferential analyses indicated that all three parenting interventions produced significant improvements in parent–child interaction and significant reductions in parenting stress compared with the control group at both posttest and follow-up (p < .05). Significant between-intervention differences were also observed. Specifically, COSP differed significantly from ACT-P in its effects on parent–child interaction, whereas COSP differed significantly from SBP in its effects on parenting stress (p < .05). Follow-up analyses demonstrated that the beneficial effects of the interventions were maintained over time. Overall, COSP showed greater effectiveness on some of the assessed outcomes relative to the other parenting interventions.

Conclusion: COSP, ACT-P, and SBP are effective approaches for enhancing parent–child interaction and reducing parenting stress among mothers of elementary school children with symptoms of learning disorders. The comparatively stronger effects of COSP on selected outcomes suggest that attachment-oriented parenting interventions may provide particular benefits for this population.

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